自然拼讀備課

㈠ 急需英語（自然拼讀法phonics）學習聽音辯字，拼寫教學並舉例的教學計劃、總結、教案、反思、課堂隨筆。

下面是美國全國閱讀權利基金會制訂的phonics教綱，給你作參考。我把原件發到你信箱。

Phonics Primer
You can use this Phonics Primer developed by The National Right to Read Foundation to begin teaching a child or alt to read today. This primer lists the 44 sounds in the English language and then gives steps for teaching those 44 sounds and their most common spelling patterns. In addition to learning sounds and spellings, each day the student must read lists of phonetically related words and spell these words from dictation. Phonics instruction must be reinforced by having the student read decodable text.
The 44 Sounds in the English Language
5 Short-Vowel Sounds
18 Consonant Sounds
7 Digraphs
short /ă/ in apple
short /ĕ/ in elephant
short /ĭ/ in igloo
short /ŏ/ in octopus
short /ǔ/ in umbrella
/b/ in bat
/k/ in cat and kite
/d/ in dog
/f/ in fan
/g/ in goat
/h/ in hat
/j/ in jam
/l/ in lip
/m/ in map
/n/ in nest
/p/ in pig
/r/ in rat
/s/ in sun
/t/ in top
/v/ in van
/w/ in wig
/y/ in yell
/z/ in zip
/ch/ in chin
/sh/ in ship
unvoiced /th/ in thin
voiced /th/ in this
/hw/ in whip *
/ng/ in sing
/nk/ in sink

* (wh is pronounced /w/ in some areas)
6 Long-Vowel Sounds
3 r-Controlled Vowel Sounds
Diphthongs and Other Special Sounds
long /ā/ in cake
long /ē/ in feet
long /ī/ in pie
long /ō/ in boat
long /ū/ (yoo) in mule
long /ōō/ in flew
/ur/ in fern, bird, and hurt
/ar/ in park
/or/ in fork
/oi/ in oil and boy
/ow/ in owl and ouch
short /ŏŏ/ in cook and pull
/aw/ in jaw and haul
/zh/ in television

Steps for Teaching Phonics
Step 1. Gather the materials listed below and store them together in a box.
Materials for Teaching Phonics
What You Need
Suggestion
systematic phonics program
Consider Phonics Pathways (available from our online bookstore), Sing, Spell, Read, Write, or another program from Phonics Procts for Home or Phonics Procts for School.
* phonics flashcards with the letter or letter combination (such as ou) on front and clue word (such as out) on back
Consider the Indivial Set of 70 Phonogram Cards (item #IPC, $10) from Spalding Ecation International, available at www.spalding.org. It』s helpful to also purchase the Spalding Phonogram Sounds CD (item #CD, $5.00) to learn how to pronounce each sound correctly.
Note: if you purchase this set from Spalding, you will not need to purchase a separate set of alphabet flashcards.
decodable stories
(preferably 100% decodable)
If your phonics program does not contain 100% decodable stories, consider Stories Based on Phonics, available from our online bookstore, or Bob Books First, available from www.amazon.com.
writing supplies: index cards, index card file, black wide-tip permanent marker, beginner』s wide-ruled writing tablet, 2 pencils with erasers
Purchase writing supplies at any office supply store.

* Note: Make sure your phonics flashcards give the proper sound or sounds for each letter or letter combination – many widely available flashcards are incorrect or incomplete. For example, the common sound of x is /ks/ as in fox, not /z/ as in xylophone or /eks/ as in x-ray. Also, the short-vowel sound of i is /ĭ/ as in igloo, not /ī/ as in ice cream.
Step 2. Teach the 5 short-vowel sounds and consonant sounds. Drill until memorized.
During the first week, use the flashcards to drill the short-vowel sounds. Add several consonant sounds each day until you are drilling all short-vowel sounds and consonant sounds with your student daily. Do not rush this step. Keep drilling until all sounds are memorized, which usually takes 2-4 weeks.
Tip: Work on phonics for at least 15 minutes a day, 5 days a week with your student. Frequency and consistency are more important than the length of time spent on each lesson.
Short-Vowel Sounds
short /ă/ in apple
short /ĕ/ in elephant
short /ĭ/ in igloo
short /ŏ/ in octopus
short /ŭ/ in umbrella

Consonant Sounds
/b/ in bat
/k/ in kite
/s/ in sun
/k/ in cat
/l/ in lip
/t/ in top
/d/ in dog
/m/ in map
/v/ in van
/f/ in fan
/n/ in nest
/w/ in wig
/g/ in goat
/p/ in pig
/ks/ in fox
/h/ in hat
/kw/ in queen
/y/ in yell
/j/ in jam
/r/ in rat
/z/ in zip

Step 3. Practice two-letter blends. Drill until blending is automatic.
After your student knows the short-vowel sounds and consonant sounds, next teach him how to orally blend two letters (b-a, ba) and read two-letter blends such as: ba, be, bi, bo, bu.
Two-Letter Blends
b + a = ba
s + a = sa
j + a = ja
b + e = be
s + e = se
j + e = je
b + i = bi
s + i = si
j + i = ji
b + o = bo
s + o = so
j + o = jo
b + u = bu
s + u = su
j + u = ju

Step 4. Practice three-letter blends. Drill until blending is automatic.
After your student can read two-letter blends, progress to three-letter blends, that is, words. Each day, have your student read a set of short-vowel words, then dictate these same words to him. (Show him how to form each letter and correct him gently, if necessary). This not only helps him remember the phonics lesson just learned, but it greatly improves spelling.
Golden Rule of Phonics: Never allow your student to skip, guess, or substitute words. Accuracy is more important than speed.
Three-Letter Blends
fa + t = fat
ki + t = kit
ro + d = rod
de + n = den
ma + d = mad
se + t = set
bo + x = box
ye + s = yes
tu + g = tug
hi + d = hid
no + t = not
wi + n = win
ju + g = jug
pu + n = pun
la + p = lap

Step 5. Teach the twin-consonant endings, plurals, and two-consonant blends. Drill until blending is automatic.
Twin-Consonant Endings
Two-Consonant Blends
Two-Consonant Blends
puff
blab
stun, fist
sell
brag
swam
kiss
club
trot
fuzz
crop
twin
lock
drag
fact

fled
raft
Plurals:
frog
bulb
cats (sounds like /s/)
glum
held
beds (sounds like /z/)
grip
elf

plug
sulk

prim
film

scat
help

skip, mask
silt

sled
jump

smug
hand

snip
mint

spot, gasp
kept

Step 6. Teach the digraphs (ch, sh, th, wh, ng, nk). A digraph consists of two consonants that form a new sound when combined. Also teach three-consonant blends.
Digraphs
Three-Consonant Blends
chin, such, patch (silent t)
scruff
ship, wish
split
thin, with (unvoiced /th/)
strap
this (voiced /th/)
thrill
whip

sang, sing, song, sung

sank, sink, honk, sunk

Step 7. Introce a few high-frequency words necessary to read most sentences.
After your student can read three-letter and four-letter words easily, it』s time to add a few high-frequency words that are necessary to read most sentences. Some high-frequency words are phonetically regular (such as 「or」), but are introced out of sequence because of their importance. Other words are truly irregular, because they contain one or more letters that don』t follow the rules of phonics (such as 「once」 and 「who」).
The Basic High-Frequency Words table lists the most important words. Write each word on an index card. Introce three or four new words a week. Drill your student on these words everyday, encouraging him to sound out as much of the word as possible (usually the vowel sound is the only irregular part). As your student masters each word, file the card in the card file under 「Words I Know.」 When your student comes across a new 「wacky」 word (such as 「sugar」 in which the 「s」 is pronounced /sh/), make up a new index card and file it under 「Words To Learn.」
Tip: What distinguishes this high-frequency word list from the typical 「sight word」 list? Many words in the list below cannot be completely sounded out, either because they contain one or more letters that don』t 「follow the rules」 or the rule is learned later. In contrast, the typical 「sight word」 list contains mostly phonetically regular words (such as 「and」 and 「when」) that the student is forced to memorize simply because he has never been taught to sound them out.
Basic High-Frequency Words
Introce after student can
read short-vowel words, /th/, and /sh/
Introce after student can
read long-vowel words
A vowel by itself says its name:
a, I

「e」 at the end of a short word says its name:
be, he, me, we, she, the*

「o」 at the end of these words says its name:
no, go, so

「or」 says /or/: or, for

do, to, into, of, off, put

* also pronounced /thŭ/
was, were, are
doing, does
said, says, have, give
you, your, yours
they, their, there
where, what, why, who
once, one, come, some
done, none
two, too

Step 8. Teach the long-vowel sounds and their spellings. Note that there are five common spellings for each long-vowel sound. Also teach the 「Silent-e Rule」: When a one-syllable word ends in 「e」 and has the pattern vce (vowel-consonant-e), the first vowel says its name and the 「e」 is silent.
Long-Vowel Sounds
Common Spellings
Less Common Spellings
long /ā/
cake, rain, pay, eight, baby
steak, they, vein
long /ē/
Pete, me, feet, sea, bunny
key, field, cookie, receive, pizza
long /ī/
bike, hi, fly, pie, night
rye, type
long /ō/
hope, go, boat, toe, snow
soul, though
long /ū/ & /ōō/
mule, blue, boot, tuna, flew
fruit, soup, through, feud

Step 9. Teach the r-controlled vowel sounds and their spellings.
r-Controlled Vowel Sounds
Common Spellings
Less Common Spellings
/ur/
fern, bird, hurt
pure, dollar, worm, earth
/ar/
farm
orange, forest
/or/
fork
door, pour, roar, more, war

Step 10. Teach the diphthongs /oi/ and /ow/ and their spellings. A diphthong consists of two vowels that form a new sound when combined. Also teach other special sounds.
Sound
Common Spellings
/oi/
oil, boy
/ow/
owl, ouch
short /ŏŏ/
cook, pull
/sh/
vacation, session, facial
/zh/
vision

Step 11. Teach /aw/, /awl/, /awk/ and their spellings.
Sound
Common Spellings
/aw/
jaw, haul, wash, squash
/awl/
bald, wall
/awk/
talk

Step 12. Teach these sounds and spelling patterns.
Sound
Common Spellings
/s/ spelled c
Rule: c followed by e, i, or y sounds like /s/.
cent, face, cinder, cycle
/j/ spelled g, ge, dge
Rule: g followed by e, i, or y usually sounds like /j/.
frigid, age, fudge, gym
/f/ spelled ph
Rule: ph sounds like /f/ in words of Greek origin.
phone, phonics
/k/ spelled ch
Rule: ch sounds like /k/ in words of Greek origin.
chorus, Christmas
/sh/ spelled ch
Rule: ch sounds like /sh/ in words of French origin.
chef, champagne

Note: This Phonics Primer does not contain all English spelling patterns. Consult a good phonics program such as one from Phonics Procts from Home or Phonics Procts for School for additional spelling patterns and rules. Most procts contain detailed instructions and practice reading selections.
Step 13. After 3 to 4 months of daily phonics instruction, begin introcing decodable stories.
Important: All sounds and spellings in Steps 2 - 12 should be introced within the first 4 months of phonics instruction.
After 3 to 4 months of reading lists of words and sentences, your student should be ready to read decodable stories such as Stories Based on Phonics or Bob Books First. The student should read all stories aloud, carefully and accurately. Help him sound out difficult words, as needed. Explain the meaning of all new words. Encourage him to read each story several times to gain fluency, but don』t let him memorize the story (reciting a story from memory is not reading). Model fluent reading by reading a sentence aloud with expression, then asking him to repeat what you read with the same tone of voice. Explain and demonstrate the meaning of basic punctuation (period = stop, comma = pause, exclamation point = speak with excitement, question mark = raise the pitch of your voice on the last word to ask a question.)
Step 14. Begin introcing 「easy-to-read」 books.
After the student masters decodable stories, let him move on to easy books such as those by Dr. Seuss (Hop on Pop; One Fish, Two Fish, Red Fish, Blue Fish; Ten Apples Up on Top; Green Eggs and Ham; and so on), P. D. Eastman (Are You My Mother?; Go Dog, Go!; A Fish Out of Water), and Cynthia Rylant (Henry and Mudge series; Poppleton series; Mr. Putter and Tabby series). As your student reads each book, add new wacky words to the Words To Learn file and review daily, if necessary.
Continue teaching the lessons in the phonics program – don』t stop just because your student can read. Most children need 1 to 2 years of reinforcement before their phonics knowledge becomes permanent.
Step 15. Continue to give phonetically based spelling lists.
Even after your student has finished the phonics program, make sure to reinforce his phonics knowledge by giving phonetically based spelling lists each week at least through third grade.
Revised: 6/05

㈡ 如何進行自然拼讀教學

然拼讀教學

課前精心備課，選擇合適的教學過程。一堂課成功與否，與課前准備工作的好與內壞有直接關系。教師應容做好充分准備。如查閱各類信息資料、儲備豐富的相關知識，選擇恰當的教學方法、精心設計教學環節，准備合適的教學手段和用具，深化對教學內容的理解，增強應變能力，積累處理學生生成問題的知識經驗和能力，掌握一定的地理技能等。在教學設計過程中應教師主動參與對課程資源的開發和設計，創造性地整合、加工、運用教材，由「教教材」轉向「用教材教」，教學學生學習、發展情感，培養良好的學習習慣，提高學習能力。

㈢ 有學習單詞的小學英語教案么上課可以用的，最好配例句，發音，用法，越多信息越好，可以自己進行整理。

1學慣用品(school things)

pen鋼筆 pencil鉛筆 pencil case鉛筆盒 rule尺子 book書 bag包 comic book漫畫書post card 明信片newspaper報紙 schoolbag書包 eraser橡皮 crayon蠟筆 sharpener卷筆刀 story book故事書 notebook筆記本 Chinese book語文書 English book英語書 math book數學書 magazine雜志 dictionary詞典

2人體（body）

foot腳 head頭 face臉 hair頭發 nose鼻子 mouth嘴 eye眼睛 ear耳朵 arm手臂 hand手 finger手指 leg腿

3顏色（colours）

red紅 blue藍 yellow黃 green綠 white白 black黑 pink粉紅 purple紫 orange橙 brown棕

4動物（animals）

cat貓 dog狗 pig豬 ck鴨 rabbit兔 horse馬 elephant大象 ant螞蟻 fish魚 bird鳥 eagle鷹 beaver海狸 snake蛇 mouse老鼠 squirrel松鼠 kangaroo袋鼠 monkey猴 panda熊貓 bear熊 lion獅子 tiger老虎 fox狐狸 zebra斑馬 deer鹿 giraffe長頸鹿 goosr鵝 hen母雞 turkey火雞 lamb小羊 sheep綿羊 goat山羊 cow奶牛 donkey驢 squid魷魚 lobster龍蝦 shark鯊魚 seal海豹 sperm whale抹香鯨 killer whale虎鯨

5人物（people）

friend朋友 boy男孩 girl女孩 mother母親 father父親 sister姐妹 brother兄弟 uncle叔叔；舅舅 man男人 woman女人 Mr.先生 Miss.小姐 lady女士；小姐 mom媽媽 dad爸爸 parents父母grandma/grandmother（外）祖母 grandpa/grandfather（外）祖父 aunt姑姑；舅母 cousin堂（表）兄弟；堂（表）姐妹 son兒子 daughter女兒 baby嬰兒 kid小孩 classmate同學 queen女王 visitor參觀者 neighbour鄰居 principal校長 pen pal筆友 tourist旅行者 people人物 rober機器人

6職業（jobs）

teacher教師 student學生 doctor醫生 nurse護士 driver司機 farmer農民 singer歌唱家writer作家 actor男演員 actress女演員 artist畫家 TV reporter電視台記者 engineer工程師 accountant會計 policeman（男）警察 saleperson銷售員 cleaner清潔工 baseball player棒球運動員 assistant售貨員

7食品 飲料（food&drink）

rice米飯 bread麵包 beef牛肉 milk牛奶 water水 egg蛋 fish魚 tofu豆腐 cake蛋糕hot dog熱狗 hamburger漢堡包 French fries炸薯條 cookie曲奇餅 biscuit餅干 jam果醬coodles面條 meat肉 chicken雞肉 pork豬肉 mutton羊肉 vegetable蔬菜 salad沙拉 soup湯 ice冰 ice-crean冰淇淋 Coke可樂 juice果汁 tea茶 coffee咖啡 breakfast早餐lunch午餐 supper晚餐 dinner正餐

8水果 蔬菜（fruit&vegetables）

apple蘋果 banana香蕉 pear梨 orange橙 watermelon西瓜 grape葡萄 eggplant茄子green beans青豆 tomato西紅柿 potato土豆 peach桃 strawberry草莓 cucmber黃瓜 onion洋蔥 carrot胡蘿卜 cabbage捲心菜

9衣服（clothes）

jacket夾克衫 shirt襯衫 T-shirtT恤衫 skirt短裙子 dress連衣裙 jeans牛仔褲 pants長褲 socks襪子 shoes鞋子 sweater毛衣 coat上衣 raincoat雨衣 shorts短褲 sneakers運動鞋 slippers拖鞋 sandals涼鞋 boots靴子 hat（有沿的）帽子 cap便帽 tei領帶 scarf圍巾 gloves手套

10交通工具（vehicles）

bike自行車 bus公共汽車 train火車 boat小船 ship輪船 yacht快艇 car小汽車 taxi計程車 jeep吉普車 van小貨車；麵包車 plane飛機 subway地鐵 motorcycle摩托車

11雜物(other things)

window窗戶 door門 desk課桌 chair椅子 bed床 computer計算機 board木板 fan風扇 light燈 teachdr's desk講台 picture圖畫;照片 wall牆壁 floor地板 curtain窗簾 trash can垃圾箱 closet壁櫥 mirror鏡子 football足球 present禮物 walkman隨身聽 lamp台燈 phone電話 sofa沙發 shelf書架 fridge冰箱 table桌子 TV電視 air-conditioner空調 key鑰匙 lock鎖 photo照片 chart圖表 plate盤子 knife刀 fork叉 spoon勺子 chopsticks筷子 pot鍋 gift禮物 toy玩具doll洋娃娃 ball球 balloon氣球 kite風箏 jigsaw puzzle拼圖游戲 box盒子 umbrella傘

zipper拉鏈 violin小提琴 yo-yo溜溜球 nest鳥窩 hole洞 tube管子 toothbrush牙刷 menu菜單 e-card電子卡片 e-mail電子郵件 traffic light交通燈 money錢 medicine葯 sunglasses太陽鏡

12地點(locations)

home家 room房間 bedroom卧室 bathroom衛生間 living room起居定 kitchen廚房 classroom教室 school學校 park 公園 library圖書館 post office郵局 hospital醫院 cineama電影院 bookstore書店 farm農場 zoo動物園 garden花園 study書房 playground操場 canteen食堂 teacher's office教師辦公室 gym體育館 wsahroom衛生間 art room繪畫教室 computer room計算機教室 music room音樂教室 Tv room電視機房 flat 公寓 company公司 factory 工廠 fruit stand水果攤 pet shop 寵物商店 nature park 自然公園 theme park主題公園 science museum科學博物館 the Great Wall長城 supermarket 超市 bank銀行 country國家 village鄉村 city城市

13課程(courses)

sports體育運動 science科學 Moral Ecation思想品德課 Social Strudies社會課

14國家 城市 (countries&cities)

China/PRC中國 America/USA美國 UK聯合王國 England英國 Canada加拿大 Australia澳大利亞 New York紐約 London倫敦 Sydney悉尼 Moscow莫斯科 Cairo開羅

15氣象()

cold寒冷的 warm溫暖的 cool涼爽的 snowy下雪的 sunny晴朗的 hot火熱的 rainy下雨的 windy有風的 cloudy多雲的 weather report天氣預報

16景物(nature)

river河流 lake湖泊 stream河;溪 forest森林 path小道 road公路 house房子 bridge橋 building建築物 rain雨 cloud雲 sun太陽 mountain山 sky天空 rainbow彩虹 wind風 air空氣

17植物(plants)

flower花 grass 草 tree 樹 seed種子 sprout苗 rose 玫瑰 leaf 葉子
18星期(week)

Monday 星期一 Tuesday 星期二 Wednesday 星期三 Thursday 星期四 Friday 星期五Saturday星期六 Sunday 星期日 weekend周末

19月份(months)

Jan.(January) 一月 Feb.(February)二月 Mar.(March) 三月 Apr.(April) 四月 May 五月 Jun.(June)六月 Jul.(July) 七月Aug.(August) 八月Sept.(September) 九月 Oct.(October)十月 Nov.(November) 十一月 Dec.(December)十二月

20季節(seasons)

spring 春 summer夏 fall (美)autumn(英)秋 winter冬天

21方位(directions)

south南 north北 east 東 west西 left 左 right 右

22患病(illness)

have a fever 發燒 hurt 疼痛 have a cold 感冒 have a toothache 牙疼 have a headache 頭疼 have a sore throat喉嚨疼

23數詞(numbers)

one一 two二 three三 four 四 five五 six 六 seven七 eight八 nine九 ten十 eleven十一 twelve十二 thirteen十三 fourteen 十四 fifteen十五 sixteen十六 seventeen十七 eighteen 十八 nineteen十九 twenty 二十 thirty三十 forty四十 fifty五十 sixty六十 seventy七十 eighty八十 ninety九十 hundred 百 first 第一 second第二 third第三 fourth第四 fifth第五 eighth第八 ninth 第九 twelfth第十二 twentieth第二十

24形容詞(adj.)

big大的 small小的 long長的 tall高的 short短的；矮的 young年輕的 old舊的；老的 strong健壯的 thin瘦的 active積極的；活躍的 quiet安靜的 nice好看的 kind和藹可親的 strict嚴格的 smart聰明的 funny滑稽可笑的 tasty好吃的 sweet甜的 salty鹹的 sour酸的 fresh新鮮的 favourite最喜愛的 clean干凈的 tired疲勞的 excited興奮的 angry生氣的 happy高興的 bored無聊的 sad憂愁的 taller更高的 shorter 更矮的 stronger 更強壯的 older年齡更大的 younger更年輕的 bigger 更大的 heavier更重的 longer更長的 thinner 更瘦的 smaller更小的 good好的 fine 好的 great 很好的 heavy 重的 new 新的 fat 胖的right 對的 hungry 飢餓的 cute逗人喜愛的 little 小的 lovely 可愛的 beautiful 漂亮的 colourful 色彩鮮艷的 pretty 漂亮的 cheap便宜的 expensive昂貴的 juicy 多汁的 tender 嫩的healthy 健康的 ill 有病的 helpful 有幫助的 high 高的 easy 簡單的 proud驕傲的 sick有病的 better 更好的 higher 更高

㈣ 如何滲透"phonics"教學設計

如何在小學低年段英語教學中滲透Phonics
南山二外賀敏娣
[摘要]：Phonics作為一種教學法,能讓學生建立字母名（letter name）與字母發音(letter sound)之間建立聯系.在小學低年段利用Phonics拼讀單詞,既減輕學生機械記憶單詞的難度,有幫助學生掃除閱讀障礙.根據英語學習的需要,本文探索如何在小學低年段英語教學中運滲透Phonics.

關鍵詞：小學低年段 ,phonics, 字母發音,滲透

《英語課程標准》中的一級目標針對小學低年段,要求學生能藉助圖片或直觀物體整體認讀單詞.二級目標提出：能根據拼讀的規律,讀出簡單的單詞.從目標描述來看,考慮到在深圳小朋友們都已經在幼兒園接觸過甚至能掌握一定的英語詞彙量,《新課程標准》對於我們這所以英語為特色的學校來說,對單詞認讀和拼讀能力的目標要求偏低.
再者,我們學校採用兩本教材,一本朗文新派少兒英語.一本深港版英語教材. 單詞詞彙量比較大.深港版英語字母學習那一塊很好地為我們提供了Phonics自然拼讀法教學的便利
因此,在小學低年段英語教學中滲透Phonics,對小學低年段學生認讀單詞,和提高英語閱讀能力有極大的好處.

一．了解phonics
英語是表音文字,文字與其發音有著內在聯系,是字母與發音之間的對應規則(letter-sound-correspondence),phonics就是要起到搭建字母（或字母組合）與音之間的橋梁作用.每個字母（或字母組合）在單詞里都有其對應的發音,學生可以根據其發音規律來拼讀出該單詞.如單詞cat(貓),該詞有3個字母：C-A-T,而這三個字母在單詞中的發音有一定的規律,分別發[k],[æ],[t], 學生就可以根據發音規則拼讀[kæt].
美國學者Adams（1990）在Phonics Instruction for the Nineties 里指出,出現在初級閱讀材料中的詞彙,其語音和字母間的對應關系相當穩定.孩子通常能從出現頻率最高的37個音組中,拼出大約500個最常使用的詞彙.
Phonics教學在美國,至少已經有百年以上的歷史了.適當的Phonics教學,一直被認為是最有效、最直接教授母語閱讀的方法.Phonics在中國有很多種翻譯：福尼斯教學法、字母拼讀法,也有人稱為自然拼音法.無論哪一種方法,都是通過音形和義相結合的記憶單詞方法,最終為閱讀服務.初級階段的閱讀,有效的phonics教學能夠讓學生有能力從詞彙學習中解脫出來,通過書本的圖片或上下文的意思和嘗試拼讀,理解文章的大意.

二．如何滲透
幼兒園的小朋友,都是通過圖片或卡通學習英語,色彩斑斕的圖片,可愛的卡通形象讓小朋友們對英語表現出濃厚的興趣.但隨著他們進入小學,由藉助圖片,直觀地學習英語向學習單一文字轉移時,有一個很大的反差.枯燥的、單一的文字學習會讓小朋友帶來極大挫敗感.拼讀和認讀英文單詞成了小學低年段孩子最頭疼的事情.因此,在小學低年段結合教材安排,適時的滲透Phonics教學,對掃清小朋友拼讀和認讀單詞的障礙,減輕學習單詞的負擔是很有必要的.
如何在小學低年段英語教學中滲透Phonics?我的具體做法如下：
（一）認清字母形(shape),學會字母音(letter sound).
Phonics強調字母音與字母在單詞中發音的規律,幫助拼讀,因此,必須先把字母的音與形弄清.
1.學習字母音
小朋友在幼兒園是已經學習了26個字母的認讀,大部分孩子對字母名（letter name）已經有了一定的了解.因此,進入小學,字母教學的重點應該放在字母的書寫以及字母音的掌握上.
2.從比較入手,分清字母音與形
在教學過程中,我們發現,同學們很容易混淆了某些相似音,如下表1：通過比較學習,學生在學習過程中會特別關注,因此避免了被忽視的情況.
英語－漢語拼音

英語－英語

字
母
音

Rr – Aa([a:])

Gg – Jj

Cc – Ss([si:])

Mm – Nn

Ee – i([i:])

Ss – Xx

Bb – Dd

字
母
形

英語與漢語拼音都是同一種符號,一般不存在混淆的概念

I – l(特別是印刷體)

L – J

Bb – Dd

（二） 加大輸入,感知規律
1．自編歌謠(chant),培養語感（linguistic sense）
Teacher: B,B Students接：[b], [b], [b]
T: S, S Ss接: [s], [s], [s]
T: T, T Ss接:[t], [t], [t]
這個Chant是單純練習字母與字母音的關系,它是一個機械操練,通過這樣的操練,學生建立了字母音與發音的關系,有意識地記住了該字母的發音.
Teacher: A,A Students接：[æ], [æ], [æ]
Ss: cat sat mat
T: A cat sat on a mat.
讓孩子先讀字母發音,在拼讀單詞.最後讀句子.學生通過熟讀琅琅上口的句子.一定能自然感知和記住到字母A在單詞中的發音.
培養語感的最直接的方法就是,能讓學生最大程度地重復該發音,增加其出現頻率,提高對音的敏感度.久而久之,通過自編歌謠能達到此目的.為學習Phonics打下基礎.
2．分析音圖（Phonogram）
音圖是指單詞中的字母或字母組合.由一個字母構成的音圖叫單音圖（Single phonogram）；由兩個或兩個以上字母構成的音圖叫多音圖（Multiple phonogram）.例如dad就是由D,A兩個音圖組成,其中音圖D出現了兩次；而boy則由一個單音圖B和一個多音圖OY組成.
小學低年段英語出現的音圖主要是單個字母.我在教26個字母時滲透每個字母的發音.在單詞教學中,某些出現頻率較高的字母組合,如th,ee,oo,ir,也應該適時滲透,為學習多音圖做好積累.
3．劃分音節,幫助認讀
當學生們掌握了一定的Phonics學習方法以後,簡單的單音節對於學生來說沒有什麼難度,但是,如果遇到多音節詞,老師可以用劃分音節的方法幫助學生認讀.如hamburger這個單詞有三個音節,學生看到那麼長的單詞就會慌,如果老師幫助學生劃分音節：ham-bur-ger,學生就能根據學過的Phonics知識,輕松拼讀出[`hæmbЗgЗ].
4．認識sight words,輔助補充phonics
Sight words是幼兒初期閱讀中遇到頻率最高的詞,而且這些詞大多是一些抽象詞,如介詞on, for,代詞he等等,而且都是不能按照一定的發音規律來拼讀,只能靠出現的頻率高來進行認讀.它是由美國學者E.W.Dolch在二次世界大戰之前,針對英語兒童讀物做了分析,統計後,所整理出最常被使用的220個字,分成五個levels,所以這220個字被稱為Dolch Sight Words.另外Dolch亦列出童書中最常出現的95個名詞:Dolch Nouns來搭配sight words學習,對初階英語學習者是不可缺的基礎.下面是Level 1的常用詞,共39個：
Level 1: a, and, away, big, blue, can, come, down, find, for, funny, go, help, hers, I, in, is, it, jump, little, look, make, me, my, not, one, play, red, run, said, see, the, three, to, two, up, we, yellow, you
在上面的39個單詞中,只有away和hers在三年級沒有出現過以外,其他的都出現過,因此,有意識地把sight words在學生學習過程中滲透,為Phonics教學起了很好的輔助作用.

（三）多種形式鞏固,檢查輸出
運用Phonics教學發音規律不能一蹴而就,要循序漸進,在教學中要：
1. 及時總結發音規律.在每一節新授課里,都應該讓學生嘗試找找該字母在其他單詞中發同一個音的單詞,及時總結.
2. 嘗試拼讀新詞.學習了R, S, T在單詞中的發音後,我們讓學生嘗試拼讀以下單詞：rat, ran, sat, sad.幾乎全班同學都能運用Phonics的知識把這些單詞拼讀出來,很好地檢查了學生的掌握情況.
3.英語繪本閱讀,鼓勵同學們運用Phonics知識進行英語繪本閱讀,學以致用.
Phonics教學,不能只立足與書本,應結合課外閱讀,會讓學生能學以致用.在同學們閱讀的過程中,學生們能輕松地根據發音規則對單詞進行拼讀,並藉助圖片,理解文章的大意,真正達到學習Phonics的目的——幫助閱讀.

參考文獻：
[1]．安妮鮮花：《不能錯過的英語啟蒙》,外語與研究出版社,2011年
[2]．張正東、黃泰銓：《英語教學法雙語教程》,科學出版社,2000年
[3]．美Adams,Phonics Instruction for the Nineties,1990
[4]. 何花,《英語PHONICS概述》,小學英語教師培訓指南
[5]. 郎文新派少兒英語.
[6]． Primary English for China.外語與研究出版社

㈤ 如何利用英語自然拼讀法進行小學英語詞彙教學

進行小學英語詞彙教學
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為什麼棒丁英語老師的課堂都這么精彩有趣哪？因為他們都擁有「課堂寶典」！這寶典就是Teacher Guide和Lesson plan.詳盡科學的教師用Teacher Guide和Lesson plan不僅使課堂環節精彩紛呈，更能保證所有課堂教學的穩定性和一致性。棒丁英語從教師資質、教學過程到教學質量，都通過完善的數據模型進行監控和管理，真正達到優勢資源共享，學術穩健發展。